Divergent Pathways in North-South Education Policy Development in Ireland in the 1920s: Exploring the Influence of the First Ministers for Education on Both Sides of the Border
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| Title: | Divergent Pathways in North-South Education Policy Development in Ireland in the 1920s: Exploring the Influence of the First Ministers for Education on Both Sides of the Border |
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| Language: | English |
| Authors: | Thomas Walsh (ORCID |
| Source: | History of Education. 2025 54(1):56-75. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education |
| Descriptors: | Educational Policy, Educational History, Public Officials, Religious Factors, Political Attitudes, Self Concept, Elementary Education, Ideology, Foreign Countries, Educational Change, Curriculum Development, Biographies, Protestants, Catholics, War, Government Role, State Church Separation, Irish, Language Role, Language Attitudes, Church Role |
| Geographic Terms: | United Kingdom (Northern Ireland), Ireland |
| DOI: | 10.1080/0046760X.2024.2405083 |
| ISSN: | 0046-760X 1464-5130 |
| Abstract: | A long tradition of both State and religious interest and support characterised provision for education on the island of Ireland from the 1700s. Following the partition of Ireland in the 1920s, the newly created political entities of the Irish Free State and Northern Ireland forged separate and distinct education policy trajectories that largely reinforced and propagated the dominant identity in each jurisdiction. This article explores and assesses the contributions of the first Ministers for Education in the Irish Free State and in Northern Ireland in the 1920s, Eoin MacNeill and Lord Londonderry, respectively. A particular emphasis is placed on their influence, impact and legacy on primary education policy development and enactment. Ultimately it could be argued that both Ministers can be characterised to a certain extent as political failures in terms of introducing and embedding education policy that aligned with their personal or political ambition and ideology. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1456735 |
| Database: | ERIC |
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